The aim of this study is to investigate how patterns of collaboration and scholarly independence are related to early stage researchers’ development in two multidisciplinary learning environments at a Swedish university. Based on interviews with leaders, supervisors, doctoral students, and post docs, results show how early stage researchers’ development is conditioned by their relative positions in time (career stage) and space (geographical and epistemic position). Through the theoretical notions of ‘epistemic living space’ and ‘developmental networks’, four ways of experiencing the multidisciplinary learning environment were distinguished. Overall, the environments provided a world of opportunities , where the epistemic living space entailed many possibilities for cross-disciplinary collaboration and development of scholarly independence among peers. However, depending on the members’ relative positions in time and space, this world became an alien world for the post docs who had been forced to become “over-independent” and find collaborators elsewhere. Moreover, it became an avoided world for absent mono-disciplinary supervisors and students who embodied “non-collective independence”, away from the environments’ community. By contrast, a joint world emerged for doctoral students located in the environment, which promoted their “independent positioning” and collaborative ambitions. Thus, early stage researchers’ collaboration and development of scholarly independence were optimised in a converged learning space , where the temporal and spatial conditions were integrated and equally conducive for learning. Based on these results, the authors provide suggestions for how to improve the integration of scholars who tend to develop away from the community because of their temporal and spatial positions.

中文翻译：

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博士及以上多学科学习环境中的跨学科合作和学术独立

本研究的目的是调查合作模式和学术独立性如何与瑞典大学两个多学科学习环境中早期研究人员的发展相关。基于对领导、导师、博士生和博士后的采访，结果表明早期研究人员的发展如何受到他们在时间（职业阶段）和空间（地理和认知位置）上的相对位置的制约。通过“认知生活空间”和“发展网络”的理论概念，区分了体验多学科学习环境的四种方式。总的来说，环境提供了一个充满机遇的世界，认知生活空间为跨学科合作和发展同行之间的学术独立提供了许多可能性。然而，根据成员在时间和空间上的相对位置，这个世界对于那些被迫“过度独立”并在别处寻找合作者的博士后来说变成了一个陌生的世界。此外，它成为缺席的单一学科主管和体现“非集体独立性”的学生远离环境社区的避风港。相比之下，位于环境中的博士生出现了一个联合世界，促进了他们的“独立定位”和协作抱负。因此，早期研究人员的合作和学术独立性的发展在融合的学习空间中得到了优化，时空条件相结合，同样有利于学习。基于这些结果，作者就如何提高因时空位置而倾向于远离社区发展的学者的融合提出建议。